The Math Science Expedition (MSE) is an outdoor experiential education program available to students entering grades 7 through 12. Set in the central Kuskokwim River valley of Western Alaska, approximately 30 students spend 10-12 days rafting down a ___ mile section of the Aniak River where the river transitions from a narrow fast flowing mountain stream to a broad meandering river with braided channels peppered with log jams and sweepers from fallen trees. Along the way, students engage in a variety of math, science, and leadership activities under the guidance of certified (?) teachers, scientists, and other professionals.
Students investigate juvenile fish ecology through application of the scientific method by developing hypotheses, gathering data to test those hypotheses, analyzing their data, and then drawing conclusions. The core research question is “how do juvenile fish communities change as students progress through a 40 mile section of the rafting corridor?” Sampling is conducted at four locations along that corridor, each with contrasting habitat characteristics. At each sampling location, the group discusses habitat characteristics and each student is responsible for recording a summary of those characteristics in their preformatted workbook. Next students employ systematic sampling techniques to capture juvenile fish by placing several baited minnow
traps in the river across a variety of habitat types and allowing the traps to remain set overnight. The following day, traps are retrieved and each fish caught is identified to species and measured for paired weight and length data. Each student is responsible for recording and organizing the collective group data in their personal workbook. Next, students conduct preliminary analysis of their data and discuss results in context with some generalized questions and hypotheses. These methods are repeated at each sampling location.
In the final days of the trip, students review the collective data and discuss how and why the fish communities changed along the stream
corridor. At the end of the trip, each student is expected to have a complete set of the data and related information recorded in their workbook. The final data set is suitable for students to develop a science project during the school year.
This component introduces the students to basic questions and ideas in terrestrial ecology and botany: Why do tundra, woodland and tall forest occur where they do? How do floods and icejams impact the riverside vegetation? What is the experience of being a plant like, and how does it differ from being an animal? How do flowers get pollinated and then become fruits?
Students come to recognize many of the common plants we see along the trip, learning by drawing plants, and by memorizing key plant characters. The plants include trees (white and black spruce, cottonwood, aspen and birch), shrubs (willows, alders, prickly rose, Labrador tea, blueberry and cranberry), and herbs (fireweed, yarrow, fleabane, stinkweed) and ferns. They also perform an exercise using transects to quantify changes in plant composition over distance.
We also talk about cultural uses and local names of plants, sharing stories of trips with elders to pick berries, cut wood, and find medicines. The students learn to recognize a vital Interior Alaska food plant (‘Eskimo’ or ‘Indian’ potato) and to harvest and cook it.
Overall, learning more about the plants and terrestrial ecosystems of the Salmon River valley and Aniak floodplain enriches the students’ experience of camping, hiking and rafting.
This component of the MSE consists of activities pertaining to leadership development. These include understanding the Fish Principles, Traits of a Leader, Building a Leadership Behavior
Scoring Guide, understanding Leadership Styles, Personal Styles, Decision Making Strategies, Decision Making, Group Consensus Strategies, Delegating Activities and Problem Solving. Students are exposed to working as a team and to develop independent living skills. Using a variety of games, students can develop the confidence they need to succeed in todays world.
This component of the MSE - Wilderness first aid equips students to responds to medical emergencies in remote, challenging environments. The training covers fundamental techniques such as wound care, splinting, fractures, managing hypothermia/hyperthermia, dehydration and transport using minimal resources. They practice critical thinking and decision making with hands on scenarios. Students gain confidence to care for themselves and others making this training invaluable for outdoor activities and living in remote villages with minimal emergency services available.
